Evidence map›Paper›PMID 42807672›Full record

ArticleGMS journal for medical education2026

Professional roles and activities of simulated patient educators. Development of a multidimensional competency framework.

Daniel Bauer, Tanja Hitzblech, Peter Eberz, Angelika H Fritz, Veronika Kühn, Tim Peters, Swetlana Philipp, Renate Strohmer, Beate G Brem

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in GMS journal for medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Daniel BauerUniversity of Bern, Institute for Medical Education, Bern, Switzerland.
Tanja HitzblechUniversity of Bern, Institute for Medical Education, Bern, Switzerland.
Peter EberzCharité - University Medical Center Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany.
Angelika H FritzUniversity of Duisburg-Essen, Faculty of Medicine, Essen, Germany.
Veronika KühnUniversity of Ulm, Medical Faculty, Ulm, Germany.
Tim PetersUniversität Bielefeld, Med. Fakultät OWL, Department of Studies and Teaching, Department of General Practice and Family Medicine, Bielefeld, Germany.
Swetlana PhilippFriedrich-Schiller University, Jena University Hospital, Institute for Psychosocial Medicine, Psychotherapy and Psychooncology, Jena, Germany.
Renate StrohmerHeidelberg University, Medical Faculty Mannheim, Division of Studies and Teaching Development, SkillsLab TheSiMa, Simulation Person Program, Mannheim, Germany.
Beate G BremUniversity of Bern, Institute for Medical Education, Bern, Switzerland.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Standardized Participant (SP) Educators (SPEs) play a central role in simulation-based education, yet their professional profile and competencies have so far remained insufficiently defined. Against this background, the aim of this project was to develop a competency-based framework for SPEs that reflects their professional roles, core activities, and required competencies within health professions education. An expert group from Germany and Switzerland, representing diverse academic and professional backgrounds, collaboratively developed the framework through an inductive, participatory, and consensus-driven process. Established competency frameworks from health professions education, including CanMEDS and the German NKLM, served as conceptual references. The development process included iterative feedback loops and a final cross-comparison with published international frameworks to ensure completeness and contextual validity. The resulting framework defines eight professional roles and 39 professional activities, subdivided into 132 tasks and associated competencies. It provides a comprehensive, practice-oriented, and formative tool that captures the complexity and scope of SPEs' work. By mapping roles, activities, and competencies, it offers orientation for program development, team structuring, and capacity building, while highlighting the need for professional recognition of SPEs as qualified academic staff. While primarily contextualized for German-speaking countries, the framework may also serve as a reference for SP programs internationally and as a foundation for ongoing discourse and future adaptation.

Indexed as

Clinical CompetencePatient SimulationProfessional RoleSimulation TrainingGermanyHumansSwitzerlandcompetency frameworkhealth professions educationprofessionalizationsimulated participantssimulated patient educatorsimulation-based rducation

Identifiers

PMID42807672
PMCPMC13617400

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.